6. Vocation of the college and for
our students: Implications for learning

The evaluation strategy for this project emphasizes utilization-focused
evaluation, that is, evaluation that is done for and with specific users
and for specified outcomes, as described by Michael Quinn Patton.9
This framework presupposes multiple levels of users - - - students, faculty,
administrators, collaborators - - - and multiple intended outcomes relevant
to each user such as enhanced student learning, enhanced student-faculty
relationships, more effective teaching strategies and learning environments,
sustainable innovations in teaching, maturity in assessment and program
review processes.

Our goal with this faculty development initiative is to
"raise the bar" on the measurement for evaluation and to place
emphasis on measures of student learning. This intent is reflected in the
table below where we stipulate specific evaluation activities for each
program strategy. Individual faculty users will develop additional evaluation
activities as their project grants are developed.

The process for evaluation of this project will consist
of yearly summative evaluations conducted by an external evaluator, with
a large, inclusive report at the end of the project. Specific details for
each program strategy follow.

The following questions will
be answered in each evaluation cycle.

1. In what ways have we achieved better
understanding of student-teacher relationships and their significance to
learning?

2. In what ways have we further explored
our identity as a college? In what ways have we enriched the dialogue on
vocation and the implications for learning?

3. In what ways have we explored and
applied familiar and unfamiliar enhancements of the teacher-student relationship?

4. In what ways have we enhanced assessment
of student learning? How can we apply that to the curriculum?